On the legal thinking ability of law Experimental Teaching System论法律实验教学体系的法律思维能力

OnthelegalthinkingabilityoflawExperimentalTeachingSystemAbstract:Atpresent,China’slegalprofessionaleducationteachingbasictheoryledtothelackoflegalthinkingabilitystudents,butpracticeshowsthatsuchateachingmode,lawstudents’practicalabilityisgenerallyweak.Giventhis,PostgraduateEducationneededinthetheoreticalteachingsystembasedontheexperimentalteachingmodulesaddsystem.Theauthorfirstanalyzesthecurrentlegaleducationinteachingthetheoryandpracticeofteachingdeficiencies,onthebasisofdemonstratedconstructbasedonlegalthinkingabilityoflawneedforExperimentalTeachingSystemandfurtherexperimentalteachingsystemsettingstoproposeconcreteideas.

PaperKeywords:jurisprudencetheoreticalteaching,law,experimentalteaching,problem-basedlearning,legalthinkingability

Atpresent,China’sbasiceducationlawundergraduateteachingoftheory-ledcurriculumfocusedonimpartingtheoreticalknowledgeandbasicknowledgeoflearning,teachingbasicguidelineaccordingly“teaching-learning”one-waycommunicationinwhichmode,thestudentspassivelyacceptedknowledgeinpracticeandcannotbeconvertedtodoso,studentemployment,innovation,entrepreneurialabilityisgenerallyweak.Suchsituationhighlightsthetraditionalemphasisonteachingthetheoryoflegaleducation,andlackofpracticeteaching.Giventhis,ourPostgraduateteachingmodetomakethenecessaryadjustmentstobeconstructedbasedonlegalthinkingabilityinlawexperimentteachingsysteminordertoachievelegalprofessionaleducationgoals.

First,setthelegalnecessityofExperimentalTeachingSystemAnalysis

CivilscientistZejianhasproposedasalegalpersonshouldhavetheabilitytohavethree:oneforthelegalintellect,namelytounderstandthecurrentlegalsystem,thebasiccontentofthelaw,allrightsandobligationsandreliefprograms.Twooflegalthinking,thatfollowlegallogic,tendtovaluethinking,rationalargumentation,interpretationofapplicablelaws,threetoresolvethedispute,whichisrequiredbylaw,inlinewithcommonsensefortheplanning,preventionofdisputesoccurfirst,andprocessinghasbeenadisputeinAfterhelpingtoestablishandmaintainafairandharmonioussocialorder.

Lookingatthepresentstatusofprofessionaleducationcollegeoflaw,themajorityremaininthefirstlevel,thecultivationoflegalthinkingandabilitytosolvelegaldisputesvariesduetocollege,uneven,leadingtolawstudentsexist“fourmorethanfourinadequate”:thatProfessionalandvariedmorethanenoughtheoryandpracticemorethanenoughmovingmouthandhandsmorethanenoughtestscoresmorethantheworkcapacityisinsufficient.remedytheseshortcomings,relyingonlystartedteachinghasimprovedandenrichedthetheoryisnotsufficient,itisnecessarytosetupanexperimentteachingsystemcorrectedtheoreticalteachingdeficiencies.

Setupanexperimentteachingsystem,establisheddominantpositionofstudentsandteachers,guidancepositioncantrainstudentshowtothinklikealegalissue,asprofessionals,studentsoflegalthinkingability,andthroughthecourseofthepracticaloperationsimulationtraining,theLegalPracticetheoreticalstudyintooperationamongtheknowledgelearnedduringtheoperation,exercisepracticalskillsinhandlingprocesses,integratedskillsanddealingwithdifficultissueslawyersprofessionalliability,professionalethicsandotheraspectsoflearning,deepenunderstanding,learntothinkcriticallylegalproblem,botheffectivelyandefficientlyprovidelegalservicesforthecommunity,butalsoinlegalpracticetoguidestudents‘creativethinking,practiceandimprovecoordination,enhancestudents’comprehensivequalities.ExperimentalTeachingofLawistotrainhigh-quality,complexlegalpersonnelnecessaryrequirement,anditsdevelopmentistheinevitabletrendofdevelopmentandgrowth.Fornow,therealizationofexperimentalteachingsystemformalizedandsystematicpatternisapriority.

Second,experimentalteachingPostgraduateResearch

1of“problem-basedlearning”modelofresearchhasmatured

SetPostgraduateexperimentalteachingidea,bytheEnlightenmentofConstructivismineducationreformabroadinforeignconstructivisteducationreforminordertoexpandtheproblem-basedlearningandteachingprocesshasbecomeafundamentalreformideas,problem-basedlearningthat(Problem-BasedLearning,referredtoPBL,hasalsobeentranslatedas“problem-basedlearning.”

ThetypicalprocessofPBLteaching:Studentsinsmallgroupstobegintosolveapracticalproblem,inordertosolvetheproblem,studentsareoftenrequiredtoobtainthenecessaryexpertise,so-calledlearningissues,studentsacquireknowledgetofindinformationseparately,andthenmutualexchangesacquiredknowledge,anddiscusshowtousetheknowledgegainedtopromoteproblemsolving,ifthecourseofdiscussion,theteamfoundadditionalstudiesareneededtolearnsomenewtopics,studentswillneedtolearnrepeatedcyclesissuesseparatelytofindinformation,groupinteractionanddiscussionquestionsuntiltheproblemisresolved,theproblemisresolved,thestudentsalsoneedtolearnontheirownself-reflectionandevaluationprocess,summarizetheknowledgegainedandthinkingskills.

Thisteachingmodel,abletofullyhelpstudentslayaflexibleknowledgebasedevelopmenttosolvepracticalproblems,criticalthinkingandcreativethinkingskills,abilitytocooperateanddevelopself-learningability,whichistheinformationsociety’snewrequirementsforpersonneltrainingisentirelyconsistentOurongoingresearchisexperimentalteachingoflawistofollowthislineofthought,setthesystem’sexperimentalteachingcurriculum,sothatconvergencewiththeexistingtheoreticalteaching.

2Casestudiesandtheintroductionofmodernteaching“Problem-basedlearning,”gavebirthtothemoderncaseteachingmode.LegaleducationintheUnitedStates,forexample,U.S.lawisbasedonathree-yearvocationaleducationbasedonfouryearsofgeneraleducationandprerequisiteintheUnitedStates,YaleUniversity,HarvardLawSchooltoteachstudentstofocusonmaintainingthestatusquobasicknowledgeofhandlingavarietyofcomplexlegalissuesareessentialprinciplesoflaw,principles,legalprofessionuniquewayofthinkingandidentifyproblems,determinetheproblem,problem-solvingskills,teachstudentstobeableto“likelegalprofessionalsliketothink.“Tothisend,the1960slawschoolsintheUnitedStatesgenerallyriseofthe”clinicallegaleducation“,alsocalled”theClinicalLegalEducation“,followthemedicaluseofclinicdoctorsintheformofpracticaltraining,byguidinglawstudentsinvolvedintheactuallegalapplicationprocesstolawstudentspracticalability.

Moderncaseteachingmodereferstotheanalysisofthecaseofstudent-centeredteachingmethodsdiscusseditmainlyforteachingcontentanalysisofthediscussionsurroundingthecasecommenced,theteacher’smainresponsibilityistoguideandevaluation,studentsareactivelyinvolvedindiscussionsandfreedomexpresstheirviews.casemethodtoprovidestudentswithanunderstandingthroughandresolvelegalissuessimulatedbattlechancetomakeitlegalprofessionthinkingabilityandskillstobeadequatelytrained.

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Third,basedonlegalthinkingabilityoflawExperimentalTeachingSystemOnebasedonlegalthinkingabilityExperimentalTeachingSystemoflawthebasicmeaningof

Legaleducationshouldbecomeaqualityeducation,throughthisqualityeducationandtrainingbothasolidbackgroundknowledge,therearestrongpracticalabilitytoteachandagoodlegalethicsinthelegalprofession.Forthisgoal,wehavetofullyRecognizingtheimportantroleofteachingthetheory,asabasisforlegaleducation,ontheotherhand,wehavetopracticeteachinginaprominentpositioninthelegaleducationofitspenetrationintothisprojectsothatitiscomplementarytheoreticalteaching,promoteeachother.

Postgraduateexperimentalteachingsystem,referstothelegalthinkingtrainingasthecoreteachingofsubstantivelawandprocedurallawasthebasiccarrier,asthebasicmethodofpracticaloperation,focusingonhowtoestablishatrainingclassroomasthemainplatform,theintegrationoftraditionalclassroomteachingandextracurricularinternshipprogramasoneoftheteachingsystem.ExperimentalTeachingSystemofLawistheinadequacyofteachingtraditionaltheoryrevisionestablishedtheneedforalawundergraduateacademiceducationinhierarchicalsettings,canbedividedintoprimary,intermediateandadvancedmodulesindifferentmodulessetdifferentlegalthinkingtrainingproject,relyingonthedifferentgradesofthebasictheory,sothatstudentsgetpracticaltraininganddevelopmentthinking.

2ExperimentalTeachingSystemofLawthebasicsettingsNationwide,lawprofessionalexperimentalteachingsystemanddidnotformaunified,systematicpattern,variouscollegesanduniversitiesthesituationisalsoveryobviousdifferences,farcannotmeettheconditionsrequiredbythesituation,sothespecificcontentofteachinglawandmethodsstylized,pattern,systematicindeedimperative.ExperimentalTeachingSystemoflawshouldbebasedoncurrentlawundergraduateacademiceducationestablishedhierarchicalFirst,allcollegesanduniversitiesshouldestablishasystematicandrationaltheoryteachingsystem,then,onthisbasis,establishedwithdovetailexperimentalteachingsystem.Specifically,theexperimentalteachingsystemcanbesetasfollows.

(Alegalpracticetoobserve.Judicialpracticetoobservemainlyforfirstgradestudentsintheestablishment.Currently,collegesanduniversitiesforthedevelopmentoflegaleducationwillusuallybuildsomepracticalbasebasethesepracticestendtobeneartheuniversitycourts,anizestudentstoobservethepracticeoflawpracticebaseisamoreeffectiveway,thekeyissueishowtopreventthistypeofwatchamereformality.specificorganization,beforetheorganizationcanobservethepracticeoflawstudentsarefamiliarwiththebasicknowledgeandrelatedbasicmaterials,pointedoutthatthefocustostudentstoobserve,toobservetheend,youshouldobservethestudent-leddiscussions,inspiredwritingreports.

(2socialsurveyofsocialsurveysthemainpurposeistohelpstudentsfurtherunderstandChina’ssocialsituation,studentsapplylegaltheoryandlegalknowledgetoanalyzeandsolveproblemsofbasicskillsandinnovationawareness,fosterandtrainstudentstounderstandandobservesocialability,therefore,socialsurveysshouldbepartofthestudentstomasterthebasiclegaltheoryandskillsetbyselectingsomerepresentativeandlaw-relatedsocialproblems,sothatstudentsconductfieldsurveys,throughin-depthsocial,partiesandeventsspecificcontactsprocesstoenhancestudents’understandingoflegalissuesinsocietyandawareness,andenhanceunderstandingofthecommunity.

(3)ClinicalLegalEducation.“ClinicalLegalEducation”isapracticalcourse,learnfromtheUnitedStates’practicallegaleducation“modelwasestablished.”ClinicalLegalEducation“teachingmethodismainlyusedincaseofmodernteachingmethods,fromconcreteexamplesstarttoshowfactsofthecase,toenablestudentstounderstandthecaseofobjectivefacts,examinethefactsinvolvedinthelegalrelationship(especiallythecorelegalrelationship,studythelawapplicabletothelegalnormsandlegalrelationsconnectedproperly.Throughthishierarchicalstepbysteplearning,seminars,allowsstudentstograduallydevelopalegalthinkingandpracticaloperationability.

(4LegalAdviceLegalAdviceteachingmethodssuitableforsuchexperimentshavemasteredthebasicknowledgeofthelawandjurisprudenceofhighschoolstudents,anditspurposeistoenablestudentstoacceptothersthroughlegaladvice,accesstoavarietyoflegalrelationsfirsthandlookAfteridentification,foundthekey,andthenthebooksonthetheoreticalknowledgeintopractice,lookingforsolutions,thusgraduallyhavetheabilitytoresolvethedispute.Legaladviceisalsotruelegalpractice.Throughthisway,studentscantrulyappreciatetheneedtocomplementtheirtheoreticallearningwheretheirlogicalthinkingisnotyetperfected,andthusformagoodtheoreticalstudyonthereaction.

(5PracticalityMootCourt.Practicalitymootco